RECORDER FOR BEGINNERS

Recorder - Week 1 (Phase 1)

Theme: Meet Your Recorder and Make Your First Sound

Objective:

• Learn what a recorder is and how it works

• Learn proper playing posture and hand position

• Make your first sound using the note B

 

Part 1: Meet the Recorder

Instrument Introduction:

• The recorder is a woodwind instrument made of plastic or wood.

• It’s been around for centuries and was very popular during the Renaissance and Baroque periods.

• It makes sound when you blow into the mouthpiece and cover the holes with your fingers.

Recorder Parts (with royalty-free labeled photo):

1. Mouthpiece (or Windway) – Where you blow

2. Body (Middle Section) – Where most finger holes are

3. Foot (Lower Section) – Has the last finger hole

4. Fipple – The whistle-like part inside the mouthpiece that helps create sound

 

 

Part 2: Posture and Holding the Recorder

Body Position:

• Sit or stand tall like a proud tree 

• Feet flat, shoulders relaxed, recorder slightly angled down from your lips

Hand Position:

• Left hand on top, right hand on the bottom

• Left thumb covers the back hole (thumb hole)

• Left index finger covers hole 1

 Remember: “Left hand goes on top, or you’ll flop!”

 

Part 3: Making Your First Sound

Goal: Play the note B

Finger Position for B:

• Left thumb covers the back hole

• Left index finger covers hole 1 (first hole on the front)

• All other fingers are OFF the recorder.

Breathing Tips:

• Use warm, gentle air like you're fogging up a mirror — not too hard!

• Avoid squeaking by keeping fingers tight on the holes and using soft air.

Practice Exercise:

• Blow 4 gentle quarter-note Bs in a row

• Rest and repeat 4 times

 

Sheet Music:

"Hot Cross Buns" (First Line Only – uses only B)
(Public Domain)

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B  B  B  rest  

B  B  B  rest

 

Success Tips:

• Cover the holes completely – leaks = squeaks

• Keep air gentle – think of blowing out a candle softly

• Practice short bursts – don’t get dizzy!

 

Homework:

• Practice note B for 5 minutes a day

• Draw a recorder and label its parts

• Clap and say the rhythm for "Hot Cross Buns" using the B note

 

 

 

 

 

Recorder - Week 2 (Phase 1)

Theme: Add a New Note – A!
Focus: Finger coordination, breath control, and playing simple patterns with B and A

 

Objective:

• Learn to play the note A

• Review and reinforce B

• Play and read simple rhythms using B and A

• Understand quarter notes and quarter rests

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Part 1: Finger Position for A

How to Play A:

• Left thumb covers the back hole

• Left index finger covers hole 1

• Left middle finger covers hole 2

Fingers should stay curved and soft—no flat fingers!
Make sure each hole is completely sealed.

Use this public domain fingering chart to reinforce (or make a simple diagram showing B and A):

• Wikimedia recorder chart example (public domain)

 

Part 2: Breathing and Tone Review

Review:

• “Warm air” = better tone (no "peeping")

• Sit tall, relaxed, with recorder angled downward

• Blow gently like fogging up a mirror

Tone Game:
Try whispering “Too” into the recorder as you blow. It helps focus your breath and improves tone!

 

Part 3: B and A Exercises

Echo Practice:

1. Teacher/student call and response

2. Speak rhythms: “Ta, Ta, Ta, Rest”

3. Then play:

   • B A B A

   • A A B B

   • A B A B

   • B B A A

 

Sheet Music:

“Mary Had a Little Lamb” (First phrase only – B, A)
(Public Domain)

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B A B B  

A A B rest

 

Success Tips:

• Don’t “pop” your fingers—lift and place gently

• Keep the back thumb always down (unless you're playing a high note—which we’ll learn later)

• Start slow: perfect tone first, then speed

 

Homework:

• Practice switching between B and A 10 times slowly

• Say and clap the rhythm of “Mary Had a Little Lamb” (1st phrase)

• Play each measure of “Mary Had a Little Lamb” 3 times slowly

 

 

 

 

 

Recorder - Week 3 (Phase 1)

Theme: Add the Note G – Your First Three Notes (B, A, G)
Focus: Finger coordination, playing simple melodies, and building rhythmic fluency

 

Objective:

• Learn to play the note G

• Practice smooth transitions between B, A, and G

• Read and perform simple melodies using G-A-B

• Understand the meaning of quarter notes and quarter rests

 

Part 1: Fingering for G

How to Play G:

• Left thumb covers the back hole

• Left index finger covers hole 1

• Left middle finger covers hole 2

• Left ring finger covers hole 3

Use this public domain fingering chart (or student handout):

• B = thumb + 1

• A = thumb + 1 + 2

• G = thumb + 1 + 2 + 3

Tip: Check for air leaks! A squeak = a leak 👂

 

Part 2: Coordination Exercise (G-A-B Patterns)

Practice these slowly with light air:

1. G A B

2. B A G

3. G G A A B B

4. B A G A B

Clap first using “Ta Ta Ta” before playing each line.

​

Part 3: First Full Song with G-A-B

Song: "Mary Had a Little Lamb" – Full Phrase
(Public Domain)

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B A G A  

B B B rest  

A A A rest  

B D D rest

For now, replace the D notes with B (we’ll learn D later), or stop after measure 3.

 

 

Success Tips:

• Keep your left hand on top

• Watch for air leaks with G (3 fingers down is trickier)

• Go slow – it’s more important to sound clear than fast

 

Homework:

• Practice transitions between G–A–B 5x daily

• Clap the full rhythm of "Mary Had a Little Lamb"

• Play the first 3 lines of the melody clearly 3 times daily

• Quiz: Draw your own G–A–B fingering chart and label each note

 

Would you like Week 4 to expand into full “Hot Cross Buns” using G–A–B with rhythm games, or introduce whole notes/half notes next?

 

 

 

Recorder - Week 4 (Phase 1)

Theme: Play Your First Full Song – “Hot Cross Buns”
Focus: Playing in rhythm with G–A–B, internalizing 4-beat patterns, and musical phrasing

 

Objectives:

• Master the song “Hot Cross Buns” using G, A, and B

• Strengthen counting and rhythm with quarter notes and quarter rests

• Understand musical repetition (form: A B A)

 

Part 1: Song Focus – “Hot Cross Buns”

Notes used:

• G (thumb + 1 + 2 + 3)

• A (thumb + 1 + 2)

• B (thumb + 1)

Rhythm used:

• Quarter notes (Ta)

• Quarter rest (Shhh)

Melody Pattern:

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Hot cross buns,  

Hot cross buns,  

One a penny, two a penny,  

Hot cross buns!

 

Sheet Music:

(Public Domain)

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B A G  

B A G  

G G G G  

A A A A  

B A G

 

 

Music Concept: A-B-A Form

• “Hot cross buns” is a repeating song

• The first and last lines are the same (A)

• The middle section is different (B)

• This is called ABA Form (repetition + contrast)

 

Practice Tips:

• Echo and call-back: Teacher plays a line, student plays it back

• Say the notes aloud while fingering: B A G…

• Clap rhythms first, then try on recorder

• Use breath marks (take a quick breath between lines)

 

Success Tips:

• Keep fingers curved and tight over holes (especially on G)

• Don’t speed up—play like you’re walking, not running

• Practice in chunks: play 2 measures at a time before combining

 

Homework:

• Practice “Hot Cross Buns” 3 times daily, slowly and clearly

• Draw and label the B, A, and G fingerings from memory

• Identify the form of the song (ABA) and explain it in 1 sentence

• Quiz: Write out the rhythm (Ta–Ta–Ta–Shhh) for the full song

 

 

 

Recorder - Week 5 (Phase 1)

Theme: Add the Note C and Begin Playing in a 4-Note Range
Focus: Smooth transitions between G–A–B–C, note reading, and expanding melodic range

 

Objectives:

• Learn to play high C (C5)

• Practice combining G, A, B, and C

• Understand how to read ascending and descending melodies

• Introduce the staff position of C5 and note movement direction (up/down)

​

Part 1: Finger Position for High C

How to play C (C5):

• No thumb on the back hole

• Left index finger covers hole 1 only

• All other fingers are off

 This is the most “open” fingering you’ve done so far. It takes careful breath!

 Add to fingering chart:

• G = thumb + 1 + 2 + 3

• A = thumb + 1 + 2

• B = thumb + 1

• C = no thumb, only finger 1

Tone Tip: Use even lighter air for high C. Blow too hard = squeak!

 

Part 2: Note Review Game – “Fingering Flash”

• Flash a note name (G, A, B, or C)

• Student quickly shows the fingering and plays the note

• Do in slow rhythm: "Ta—Ta—Ta—Rest"

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Part 3: Melody Exercise with C

Song: “C Song Pattern”

Simple Practice Melody using B and C:

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B B C C  

C B B rest  

C B C B  

C C B rest

 

 

Music Concept: Note Direction on the Staff

• Notes that go up the staff (G → A → B → C) = move higher in pitch

• Notes that go down the staff (C → B → A → G) = lower pitch
  This week: Trace the movement of notes in the C Song with arrows

 

Success Tips:

• Practice C with very soft breath

• Rest between lines – avoid rushing

• Keep fingers light but secure—C requires balance!

 

Homework:

• Practice “C Song Pattern” 3x per day

• Play note drills with G, A, B, C: up and down slowly

• Draw and label the fingering for C5 and add it to your chart

• Trace and label note direction (up/down) on a printed staff for this week's melody

 

 

 

Recorder - Week 6 (Phase 1)

Theme: Add High D and Complete Your 5-Note Scale
Focus: Playing G–A–B–C–D ascending and descending, and recognizing musical steps

 

Objectives:

• Learn to play high D (D5)

• Play your first 5-note scale (G–A–B–C–D)

• Learn ascending and descending note patterns

• Practice smooth finger transitions and controlled breath with open fingering

 

Part 1: Fingering for High D

How to Play D (D5):

• No thumb on the back

• Left index finger on hole 1

• Right middle finger on hole 6

This is the first time you're using your right hand!

Quick Fingering Summary:

• G = thumb + 1 + 2 + 3

• A = thumb + 1 + 2

• B = thumb + 1

• C = 1 only

• D = 1 (left hand) + 6 (right hand middle finger)
  All other holes are uncovered.

Add this to the student’s fingering chart.

 

Part 2: 5-Note Scale Exercise

Play the following slowly and smoothly:

• Ascending: G A B C D

• Descending: D C B A G

Rhythm: Quarter notes, 1 beat each
Count out loud: "1 2 3 4 5" (up), "5 4 3 2 1" (down)

 

Part 3: Scale Song – “Up We Go!”

A simple melody using the full 5-note scale:

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G A B C  

D D C B  

A B C D  

G G G rest

 

 

Music Concept: Musical Steps

• Step = moving up or down to the next note (G to A, A to B)

• This song is made of steps (no skips or leaps yet!)

 

Success Tips:

• High D is open – it needs very gentle breath

• Check the right-hand position—only finger 6 is used

• Practice slowly and keep transitions smooth

 

Homework:

• Practice ascending and descending G–D scale 3 times per day

• Play “Up We Go!” slowly, with smooth sound

• Draw your 5-note scale on a staff (label steps up and down)

• Finger quiz: Show all 5 fingerings from memory

 

 

 

Recorder - Week 7 (Phase 1)

Theme: Learn a Real Song – "Ode to Joy"
Focus: Using all 5 notes (G–A–B–C–D) in a recognizable melody

 

Objectives:

• Learn and play “Ode to Joy” (Beethoven melody, public domain)

• Strengthen finger transitions between all 5 notes

• Improve rhythm reading and phrasing in longer melodies

• Begin to identify and play musical phrases

 

Sheet Music:

“Ode to Joy” (First 8 measures)
Notes used: B, A, G, C, D

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B B C D  

D C B A  

G G A B  

B A A rest

 

Part 1: Phrase Practice

Each line is a musical phrase – like a musical sentence.

Try this practice method:

1. Clap and count the rhythm

2. Speak the note names aloud

3. Finger silently while whispering the note names

4. Play one phrase at a time, then link them together

 

Part 2: Smooth Transitions

Focus areas:

• B to C and C to D (big change in air pressure + hand shift)

• G to A (tight finger control)

• Keep breath gentle but steady—no “puffing” between notes

 

Listening Challenge:

• Listen to “Ode to Joy” (orchestra version)

• Can you clap along with the beat?

• Raise your hand every time you hear the same melody repeat

 

Success Tips:

• Practice short chunks! (2 measures at a time)

• Review D and C fingerings every day

• Don’t blow too hard on D—lighter air = clearer tone

 

Homework:

• Practice “Ode to Joy” one phrase at a time, 3x each

• Draw and label the notes used (G, A, B, C, D) on the staff

• Write your own 4-note pattern using any of the 5 notes and play it!

• Bonus: Record yourself and listen back to check for smoothness and tone

 

 

Recorder - Week 8 (Phase 1)

Theme: Finish “Ode to Joy” & Learn Half Notes
Focus: Extended melody, longer rhythms, breath control, and phrase shaping

 

Objectives:

• Learn the second half of “Ode to Joy”

• Identify and play half notes (2 beats)

• Practice smooth breathing for longer phrases

• Build confidence in reading full-length music with all 5 notes (G–D)

 

Rhythm Concept: Half Notes

• Quarter note = 1 beat (say “Ta”)

• Half note = 2 beats (say “Too–oo”)
  Hold the note for two full counts.
  Example: G (quarter), A (quarter), B (half note)

 

Sheet Music:

“Ode to Joy” – Full 8-measure melody
Now includes half notes in measures 5–8.

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B B C D  

D C B A  

G G A B  

B A A rest  

B B C D  

D C B A  

G G A B  

A G G rest

 

​

Part 1: Half Note Practice Drill

Clap and say:

• “Ta” = 1 beat

• “Too–oo” = 2 beats
  Try:

• G (quarter), G (quarter), G (half)

• A (half), B (half), C (quarter), rest

 

Music Concept: Breath Planning

Tip: Half notes are a great time to breathe BETWEEN phrases
Plan breaths at the end of measure 4 and 8
Don’t breathe in the middle of a musical line unless necessary

 

Success Tips:

• Think ahead—prepare your fingers before the note arrives

• Use gentle air on higher notes (especially C and D)

• Practice each half of the song separately before combining

 

Homework:

• Practice full “Ode to Joy” 2 times per day

• Identify which measures include half notes (write them down)

• Compose your own 2-measure melody using one half note and three quarter notes

• Bonus: Record yourself playing and check for smooth transitions and steady rhythm

 

 

​

Recorder - Week 9 (Phase 1)

Theme: Dynamics and Articulation – Loud/Soft & Tonguing/Slurring
Focus: Musical expression through air pressure and tonguing technique

 

Objectives:

• Learn to control dynamics: forte (loud) and piano (soft)

• Understand and apply tonguing ("ta") and slurring (smooth connection)

• Apply these expressive tools to a short G–D melody

• Begin building musicality, not just note accuracy

 

Music Concepts:

Dynamics:

• Forte (f) = play loud by increasing air pressure (but not blowing hard!)

• Piano (p) = play soft with gentle, warm air

Use steady breath – not more air, just more pressure

Articulation:

• Tonguing = start each note with a light “ta” using your tongue
  (as if saying "too" or "tee")

• Slurring = connect notes without tonguing – smooth transitions

Think of tonguing like tapping the note; slurring is like sliding

 

Practice Exercise 1: Dynamics Echo Game

Teacher or leader plays:

1. G – G – G – G (soft)

2. A – A – A – A (loud)

3. Mix: B – B – A – G (loud), then (soft)

Students echo back the same line with matching volume.

 

Practice Exercise 2: Tongue vs. Slur

Play this 4-note pattern twice:

• G A B C

  • 1st time: tongue each note (“ta ta ta ta”)

  • 2nd time: slur all four (no tonguing, one breath)

Repeat with:

• C B A G

• G B A G

Ask students: Which sounds cleaner? Which sounds smoother?

 

Application Piece: "Echo Song"

Use G–D to combine both dynamics and articulation:

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G A B A – (soft, tongue)  

C D C B – (loud, tongue)  

A B C B – (soft, slur)  

D C B A – (loud, slur)

Suggestion: Use this as a call and response between teacher and student

 

Listening Activity:

Listen to two versions of the same melody (like “Ode to Joy”):

• One with no dynamics or tonguing

• One with clear phrasing, tonguing, and expressive volume

Ask: Which one sounds more musical? Why?

 

Success Tips:

• Don’t blow harder to be loud – just use stronger air support

• Tonguing = light tap, not a "thunk"

• Use warm breath for soft passages – like fogging up a mirror

 

Homework:

• Practice tonguing and slurring with 3 different 4-note patterns

• Play “Echo Song” daily, using dynamics and articulation

• Write “p” or “f” markings above each line and draw slur lines where needed

• Bonus: Record yourself playing both ways and compare!

 

 

 

Recorder - Week 10 (Phase 1)

Theme: Whole Notes & Rests – Breathing and Rhythm Mastery
Focus: Counting longer notes, using full breath support, and reading rhythmic rests

 

Objectives:

• Learn and play whole notes (4 beats)

• Practice counting and sustaining tone evenly for long durations

• Identify and respond to rests in music

• Strengthen rhythmic awareness and breath control

 

Music Concepts:

Whole Notes:

• A whole note gets 4 full beats

• Say: “Toooooooo” or “Hold-2-3-4”

Rests:

• Quarter Rest = 1 silent beat

• Whole Rest = 4 silent beats (a full measure of rest)

Important: Rests are just as musical as notes — don’t rush through them!

 

Warm-Up Exercise: "Long Tones & Breaths"

1. Hold each of the following notes for 4 beats:
   G – A – B – C – D

2. Rest for 4 beats in between

3. Clap and count first, then play

 

Application Song: “Breathe & Hold”

All notes are quarter and whole notes with rests.

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B – A – G – rest  

G (whole note) – rest  

A – B – C – rest  

D (whole note) – rest

📄 Rhythm Breakdown:

• Line 1: 3 quarter notes + quarter rest

• Line 2: 1 whole note + whole rest

• Line 3: 3 quarter notes + quarter rest

• Line 4: 1 whole note + whole rest

 

 

Listening Activity:

Listen to a piece of music with dramatic rests (like Beethoven’s 5th opening)
Clap the beat and raise your hand when there’s a full measure of silence
Ask: Does the silence feel like part of the music? Why?

 

Success Tips:

• Think “air support” when holding long tones—don’t squeeze the air

• Keep fingers steady during rests—don’t fidget or move

• Practice with a metronome or clapping to keep timing consistent

 

Homework:

• Practice “Breathe & Hold” 2x per day with a metronome or tapping beat

• Write your own 2-measure rhythm with at least one whole note and one rest

• Count and clap rhythms before playing

• Bonus: Challenge yourself to play 8 full beats of air (hold a note + rest)

 

 

 

Recorder - Week 11 (Phase 1)

Theme: Public Domain Song – “Au Clair de la Lune”
Focus: Playing a longer melodic line with expressive phrasing, dynamics, and rests

 

Objectives:

• Learn to play “Au Clair de la Lune” (French folk song, public domain)

• Apply learned notes: G–A–B–C–D

• Use quarter notes, half notes, whole notes, and rests

• Practice phrasing, breathing, and dynamics

 

Song: Au Clair de la Lune (First 8 measures)

Public domain French folk melody

Notation Overview:

• Key: C Major

• Time Signature: 4/4

• Rhythm: Mostly quarter notes, some half and whole notes

• Notes used: G, A, B, C, D

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C C D E  

E D C D  

C D E F  

E D C (rest)

For recorder adaptation, we’ll transpose to fit G–D range.

Recorder version (transposed):

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G G A B  

B A G A  

G A B C  

B A G rest

 

Musical Concepts This Week:

Phrase & Breath Planning:

• Each line is a musical phrase (4 beats × 4 = 16 beat phrases)

• Breathe at the end of each line

• Circle where you plan to breathe!

Expression:

• Line 1 and 3 = mezzo forte (medium loud)

• Line 2 and 4 = piano (soft)

 

Practice Routine:

1. Clap rhythms and speak note names first

2. Play 1 line at a time – focus on smooth air and finger accuracy

3. Add dynamics (mf, p) and breaths between phrases

4. Combine all 4 lines for the full melody

 

Success Tips:

• Start each note with a gentle tongue (“ta”)

• Don’t rush – feel the beat steadily

• Focus on shaping the phrases so it sounds like singing, not just note-playing

 

Homework:

• Practice “Au Clair de la Lune” 2–3 times daily in small sections

• Add dynamics and mark breathing points in your music

• Sing the melody using note names or solfege (G–A–B–C)

• Bonus: Make a storybook page with the lyrics or story idea to match the melody

 

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Recorder - Week 12 (Phase 1)

Theme: Compose Your Own Melody
Focus: Student creativity using notes G–D, quarter notes, half notes, whole notes, and rests

 

Objectives:

• Compose a 4-measure original melody

• Use learned rhythms: quarter, half, whole notes, and rests

• Use notes from the 5-note scale: G–A–B–C–D

• Perform, notate, and share your creation

 

Review Materials:

Note Choices:

• G (thumb + 1 + 2 + 3)

• A (thumb + 1 + 2)

• B (thumb + 1)

• C (1 only)

• D (1 + right middle/6)

Rhythm Choices:

• Quarter note = 1 beat

• Half note = 2 beats

• Whole note = 4 beats

• Quarter rest = 1 beat silence

• Whole rest = 4 beats silence

 

Step-by-Step Composition Activity:

Step 1: Create a Rhythm Grid

Make 4 boxes (one for each measure). Each box must total 4 beats.
Example rhythms:

• Ta Ta Ta Ta

• Ta – Ta – Too–oo

• Too–oo Too–oo

• Ta Ta Rest Ta

Step 2: Add Pitches

Write G, A, B, C, or D under each beat.
Optional: Repeat notes or move up/down the scale.

Step 3: Clap & Speak It

Say the note names and rhythm out loud to check for flow.
It should sound balanced and musical

Step 4: Play It

Try your new melody slowly with good tone.
Make changes if it’s too tricky or doesn’t sound how you want.

 

🎵 Example Student Composition:

Measure 1

Measure 2

Measure 3

Measure 4

B – A – G – G

A – A – B – rest

C (half) – D (half)

G (whole note)

Rhythm:

• 4 quarter notes

• 3 quarter notes + 1 rest

• 2 half notes

• 1 whole note

 

Notation Practice:

Provide blank 4-measure staff paper (or boxes with 4 beats each).
Encourage students to notate their melody using proper noteheads and rhythms.

You may also use:

• Printable templates

• Online free tools like Flat.io or Noteflight.com (free versions)

 

Optional Challenges:

• Add dynamics (f = loud, p = soft)

• Use articulation: tongue or slur

• Make a title and write a story or feeling that inspired the melody

 

Success Tips:

• Start with quarter notes if unsure

• Use repeated notes for stability, then try motion

• Test your melody with a partner: do they like how it sounds?

 

Homework:

• Finish your 4-measure melody and practice performing it clearly

• Write out your melody on staff paper or grid

• Record yourself performing it

• Bonus: Play a partner’s melody and give kind feedback!

 

 

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Recorder - Week 13 (Phase 1)

Theme: Slurs and Ties – Smooth, Connected Playing
Focus: Legato technique, phrase shaping, and understanding curved lines in music

 

Objectives:

• Learn the difference between a slur and a tie

• Practice connecting notes with smooth air (slurs)

• Practice holding one note across barlines (ties)

• Apply slurs and ties to a short expressive melody

 

Music Concepts:

Slurs:

• A slur is a curved line connecting two or more different notes

• Play them smoothly, with no tonguing in between
  Air stays connected, fingers move quietly

Example:
G – A – B under one slur = one breath, no “ta ta ta”

Ties:

• A tie is a curved line connecting two of the same note

• You hold the note for the total value of both notes
  🎯 Tongue the first note only, then keep holding through the second

Example:
B (half note) tied to B (quarter) = hold for 3 beats total

 

Practice Exercise 1 – Slur Drill

Play each line twice:

• First with tonguing ("ta ta ta")

• Then with slurs (one smooth breath)

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G A B (slurred)  

A B C (slurred)  

C B A (slurred)

 

Practice Exercise 2 – Tie Drill

Clap or count first, then play:

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B (half) tied to B (quarter), rest  

A (quarter), A (half) tied to A (quarter)

Count it out:

• “1-2-3, rest”

• “1, 2-3-4”

 

Application Song: Smooth Steps

Includes slurs and ties

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G A B – (slur)  

B (half) tied to B (quarter), rest  

A B C – (slur)  

C (whole note)

Playing Instructions:

• Slur notes in groups of 3

• Hold tied notes for full value

• Add piano (soft) dynamics for smooth phrasing

MusicXML can be generated if needed for notation (just say the word!)

 

Visual Guide:

Symbol

Name

Meaning

𝄐 curved line over different notes

Slur

Connect smoothly, no tongue

𝄐 curved line over same note

Tie

Hold the note for total value

 

Success Tips:

• Think of slurs like singing – one breath, no breaks

• For ties, don’t re-blow – just hold steady

• Watch your fingers: slurs = quiet finger movement

 

Homework:

• Practice “Smooth Steps” with a metronome set to 60 bpm

• Write your own 2-measure slur melody using at least 2 slurs and 1 tie

• Play and record yourself using both articulation styles:

  • With slurs

  • With tonguing only

  • Compare the sound!

 

​

 

Recorder - Week 14 (Phase 1)

Theme: Duets – Playing with a Partner
Focus: Ensemble skills, listening, rhythm alignment, and musical collaboration

 

Objectives:

• Learn to play a simple duet (2 parts at the same time)

• Strengthen listening skills and rhythmic alignment

• Practice independence while playing with another person

• Explore call and response and harmony through paired parts

 

Music Concepts:

What is a Duet?

• A duet is music written for two performers

• Each person plays a different part—sometimes together, sometimes one after the other

• Playing in a duet teaches timing, teamwork, and musical awareness

 

Practice Skill: Listening & Counting

• Tap the beat together before you begin

• Say "1-2-ready-go" and both start on the beat

• One person can clap or count aloud while the other plays during rehearsals

 

🎵 Duet Piece: “Echo Waltz”

Time Signature: 3/4
Key: C Major (G–D range)
Format: Call & Response + Unison Ending
Dynamics:

• Part 1 (Call) = mezzo forte

• Part 2 (Echo) = piano

 

Melody (simplified):

Part 1 (top line):

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| G A B | rest rest rest |  

| A B C | rest rest rest |  

| G A B | C B A |  

| G  G  G | rest rest rest |

Part 2 (bottom line):

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| rest rest rest | G A B |  

| rest rest rest | A B C |  

| G F G | A G F |  

| G  (half note) | G (half note) | rest |

How to play:

• Students alternate on the first 2 lines (echo pattern)

• Line 3: harmony (play together)

• Line 4: unison (play same melody together with full tone)

 

Duet Practice Tips:

• Clap both parts with a partner before playing

• Take turns playing each part

• Practice with a metronome at 60 bpm

• Play with eyes on the music and ears on your partner

 

Success Tips:

• Keep your own rhythm steady even if your partner makes a mistake

• Always start together and end together

• Listen carefully and breathe in sync before starting

 

Homework:

• Learn both parts of “Echo Waltz” and pick one to perform in class

• Practice with a partner or record one part and play along with the recording

• Write or color-code your favorite part (melody, echo, harmony, unison)

• Bonus: Create your own 2-line duet using call and response!

 

 

 

Recorder - Week 15 (Phase 1)

Theme: Mini Recital & Reflection
Focus: Performance skills, confidence, stage presence, and celebrating progress

 

Objectives:

• Prepare and perform a solo or duet piece

• Practice concert etiquette (audience & performer)

• Reflect on progress and celebrate musical growth

• Build confidence in front of peers

 

Part 1: Performance Preparation

Choose a Piece:

Students can select one of the following:

• “Hot Cross Buns”

• “Mary Had a Little Lamb”

• “Ode to Joy”

• “Au Clair de la Lune”

• “Smooth Steps” (slurs & ties)

• “Echo Waltz” (duet)

Optional: Student-composed 4-measure melody from Week 12

Checklist for Readiness:

• Can I play it with correct notes and rhythm?

• Have I added dynamics or phrasing?

• Did I practice a clear beginning and ending?

• Have I played it for someone else?

 

Part 2: Mini Recital

Student Performance:

• Perform in pairs, small groups, or individually

• Encourage supportive listening

• Applaud for every performer!

Set a classroom “stage”:

• Chairs in rows for audience

• Performer stands or sits in front

• Use intro: “My name is ___ and I will play ___”

 

Part 3: Student Reflection

Discussion or journal prompt:

1. What was your favorite song we learned this semester?

2. What was the hardest thing you accomplished?

3. What would you like to learn next?

Optional worksheet with sentence starters:

• “I was proud of myself when…”

• “I learned how to…”

• “I want to try…”

 

Part 4: Celebrate!

• Award Recorder Completion Certificates (template available)

• Optional: stickers, badges, or “Recorder Rockstar” awards

• Group photo with recorders!

 

Success Tips:

• Remind students: Mistakes are part of music! Keep going with confidence

• Smile, breathe, and enjoy sharing what you’ve learned

• Focus on expression, not perfection

 

Homework:

• Write a thank-you note to someone who helped you this semester

• Teach a family member how to play B A G

• Optional: Start a recorder practice journal for summer!